Involvement vs. Meaningful Involvement
November 27, 2012
By Jed Blanton
MSU Institute for the Study of Youth Sports
As I've worked with the MHSAA in student leadership development and through my role in performance consulting and mental training, a number of coaches and athletes have asked me how to “get kids to buy in” or see the vision of their coach/captain, etc.
Particularly in high school sports, rosters consist of players with reasons for participating in their sport that range from pure enjoyment and social life, all the way to kids with aspirations and ability to play in the highest level of college athletics.
Having a range of talent, and then a range of desire and commitment can be a difficult load to balance as a coach.
Based on the questions I've been posed over the years, it seems that the magic answer lies somewhere in this notion of “buy-in” and if, just if, the coach could trigger that “buy-in” everything would work out. A winning season or at least a more successful season would be a certainty, and all the athletes would be emotionally involved, or more so, emotionally invested, as well as completely and fully physically and mentally committed to THE GAME.
This almost sounds like the ideal ending of a Disney sports movie … but that doesn't mean it isn't a possibility, and we can find some ways to make your reality closer to this vision.
The trick is … there is no trick; there is no magic formula. The ability to create “buy-in” means giving up something that might make a coach shudder and cringe just a bit. My challenge to coaches is this: Give up control. SHARE some of the duties and tasks you feel are your job, with … your players.
DON’T hit the back button or close your browser just yet. Let me explain.
The first thing to understand here is how people learn. If we want our athletes to “buy in,” we may have to teach “buy-in” first, which involves understanding how people learn behaviors and adopt a mentality, as the state of “buy-in” would be considered.
Psychologically, we know that people can learn merely from watching and modeling others. But in the short-term, this tends to include only behaviors, not the more abstract notions of passion or commitment which is seemingly what coaches desire more of in their players when we talk about “buy-in.”
However, it is important. So the first thing a coach needs to do is behave in such ways that indicate they are “bought in,” more so than just telling kids to be more committed. Have you ever stopped to think about what it looks like when someone has “bought in” to an athletic team’s vision? Do you have a team vision statement to guide behaviors and goals?
The next step in how people learn new behaviors upon watching others is having those behaviors they are attempting to mimic reinforced. Encouraging players and showing gratitude to those who demonstrate the desired mentality will help foster the expectations you have for your players. I must point out here that punishing or dismissing players and behaviors that stray from this desired state won’t help the learning process.
Next, and here is where the challenge lies, is sacrificing some control and sharing some responsibilities with your players. This entails involving them in the process of the sport. So often our high school athletes experience sport very passively. They are told what to do, how to do it, and when to do it. Then critiqued, sometimes put down and constantly judged on their abilities to do very little else than act in the ways they are told to act.
There is no option for personal investment here. Trust is the guiding factor. And while trust is extremely important, it’s not what may ultimately create “buy-in.”
Involvement fosters ownership. Meaningful involvement requires an emotional investment because the amount of responsibility increases. So what does being meaningfully involved look like? Being meaningfully involved in the sport as an athlete would mean being able to make decisions that are then actually carried out before they are critiqued. If you ask a player what they think about any given decision, then tell them what you think (which is also what they’ll do), you are merely seeking input rather than allowing them to be involved. What would it look like if the captain or senior players were able to set the starting line-up or batting order? Or what if the athletes were in charge of running a two-hour practice once a week? How about letting one or two of the athletes decide what play is going to be run in the final minutes of a close game? I mentioned the word “trust” earlier, and the key in these examples is coaches are showing athletes “trust.” This just might be what fosters the all important “buy-in.”
The hardest part on the coaches’ end is letting the decision play out, and then talking about why it may have failed. Discussing it rationally, debriefing the decision, and allowing them to process where the mistake was made without placing blame on them is where athletes can really learn about their sport, their role on the team, and how to make tough decisions while sharing in the full experience of the competition and preparation.
There is always a chance they’ll make the same decision you would make as the coach. After all, they have been practicing in your system. This is a great way to assess if you are having an impact and if your athletes are learning rather than just passively participating.
As a former athlete, I can honestly say I never truly understood my sport (distance running) until I was asked to serve as a race director or create training programs for younger athletes and people interested in taking their running to a more competitive level. I’m sure for most first-time coaches, the number of decisions you have to make humbles your former-athlete self rather quickly.
Watching the student leadership program participants I work with struggle with projects and presentations they are asked to design is tough, and I want nothing more than to help them and make sure that it’s “right.” But I can also say that in those times when I've been able to see the end result in those instances when they made the decisions, they created something on their own, they are happier, more knowledgeable, and certainly “bought in,” as they have control for the first time.
Blanton is a doctoral candidate at Michigan State University in the department of Kinesiology, specializing in the PsychoSocial Aspects of Sport and Physical Activity, and a research assistant for MSU's Institute for the Study of Youth Sports. He has served as a facilitator at MHSAA Captains Clinics the last three years and currently is assisting the association with its student leadership programs.
Speakers Bureau Helps Generate Conversation
December 30, 2019
By Rob Kaminski
MHSAA benchmarks editor
As student mental health climbs the list of health and safety concerns, the MHSAA and state associations across the country are taking measures to provide resources and guidance aimed to keep school sports an enjoyable and valuable experience.
In sports, coaches and athletes learn to expect the unexpected. It’s the nature of competition; constructing gameplans tailored to utilize team strengths and expose opponents’ weaknesses. Often times this entails doing things that opponents won’t expect. Participants then learn and prepare for the next time; it’s one of the ways athletics prepares participants for life, as educational leaders often preach.
Today’s ever-changing culture recently threw such a curveball at the young people who populate our hallways and playing surfaces, calling for statewide associations and organizations to shift focuses and prepare for a new opponent while attempting to keep school sports one of the best means to a healthy adolescent lifestyle.
“I was at the NCAA summer meeting in 2017, discussing health and safety issues and the topic of concussions came up, as it often does. I assumed that concussions was the No. 1 health and safety issue,” said MHSAA Executive Director Mark Uyl. “I was quickly corrected that it’s student mental health; that knocked me back.”
It would not be an uncommon reaction, given the amount of information, media coverage and programs designed to recognize and reduce concussion incidents in recent years.
All the while, anxiety, depression and stress had been creeping into the picture beneath the surface. Such disorders are much more difficult to detect, as there are few visible symptoms when compared to sprains, fatigue, head injuries and other physical ailments.
“I became interested and began to research the topic. The more I read, the more concerned I became,” Uyl said. “The MHSAA, with a great deal of help and cooperation from our school leaders, has done a tremendous job educating and providing resources for health-related issues such as heat management, concussion reporting and practice policies, and now we have a new challenge.”
Fortunately, as has often been the case, there are knowledgeable and qualified people throughout Michigan’s roster of educational leaders who are willing to assist.
As word spread regarding the student mental health initiative, the MHSAA was able to establish a Mental Health Speakers Bureau composed of several experienced individuals willing to assist (see below).
“Our speakers bureau really grew by word of mouth,” Uyl said. “A school would bring in a speaker, or a league would invite a speaker, and once we were connected with them, then those people would share names and it grew from there.”
The resources range from former professional athletes, to behavioral specialists, to current MHSAA coaches.
Dave Ingles, basketball coach at Kent City, is one such individual. His credibility comes from first-hand experience.
“I privately struggled with deep depression for six years,” Ingles said. “Be alert. Talk to your athletes and students and actually listen to what they are saying. I always used the phrase, ‘I’m fine;’ that is not an acceptable answer to me anymore when I hear it.”
The National Institute of Mental Health reveals that most mental health conditions begin around the time children are transitioning from middle school to high school. The more people trained to identify symptoms and behavior, the better the chance to reduce or reverse some of the following numbers:
• 50% of all lifetime cases of mental illness begin by age 14
• 37% of students with a mental health condition age 14 or older drop out of school
• 20% of students ages 13-18 live with a mental health condition
• 11% of youth have a mood disorder and 8% have an anxiety disorder
• Suicide is the third leading cause of death for ages 10-24
Non-visible ailments always have been most difficult to detect, and today’s proliferation of technology – from streaming to social media – can serve to further mask symptoms.
“The more kids spend time with their devices, staring at their screens, isolation can be quick to take hold,” Uyl said. “Everything is instant. It used to be if our friends didn’t invite us somewhere, we didn’t worry about it; we probably wouldn’t find out for a couple days and had already moved on. Today, in about 10 minutes, there’s a picture on Instagram or Snapchat and kids instantly know, ‘I’m not included.’ Isolation leads to depression and anxiety, and in the worst cases can even lead to suicide.”
That message might sound familiar. Segments of the 2019-20 MHSAA online rules meetings include Uyl emphasizing student mental health and a video clip produced by benice.org promoting a mental health action plan endorsed by four of the state’s most recognized collegiate coaches.
It’s all part of the plan to promote awareness and generate conversation surrounding this serious health and safety issue during 2019-20 and beyond.
“We’re not going to try to do this all by ourselves,” Uyl said. “There are plenty of experts in the field, and we’re going to utilize their knowledge. We’ll build relationships and align ourselves with these people to provide a foundation. We need to become a resource center for our membership.”
In addition to the rules meetings messages, the MHSAA also partnered with the Michigan Association of Secondary School Principals Student Mental Health Summit on Oct. 8 in Lansing. This event – sold out within weeks of posting – invited principals, counselors, student leadership advisers and student leaders to come together to discuss and seek solutions for student mental health concerns impacting schools. The MHSAA lined up Eric Hipple, one of its speaker bureau members, who delivered a keynote, “Depression and Suicidal Awareness.”
Student mental health was among topics during the MHSAA Update and AD In-Service tour around the state this fall as well. The meeting at Comstock Park on Sept. 30 included a presentation from the Mental Health Foundation of West Michigan to introduce the be nice® action plan and encourage schools to take advantage of that and other resources the group has to offer.
The rise of mental health as one of the more prominent medical concerns nationally has occurred, as Ingles sees it, “because more people are talking about it now.”
Leaders like Ingles and those in numerous organizations have begun to assist the MHSAA in identifying and treating cases in our schools.
MHSAA Mental Health Speakers Bureau
Below is a list of individuals and organizations partnering with the MHSAA to assist in promoting mental well-being for students around the state. The MHSAA encourages school personnel to reach out to any of these experienced leaders in the field for programming in your buildings and districts.
• Christy Buck, Executive Director – Mental Health Foundation of West Michigan - be nice.® [email protected]
• Brooke Buys, Mental & Behavioral Health Specialist – BLND Health [email protected]
• Eric Hipple, former Detroit Lions quarterback [email protected]
• Dave Ingles, Basketball Coach & Speaker – Kent City High School [email protected]
• Cat Lanting, Program Coordinator – Mental Health Foundation of West Michigan - be nice.® [email protected]
• Halle Wangler, former University of Michigan basketball player [email protected]
PHOTO: Brooke Buys, a mental and behavioral health specialist and founder of BLND Health, speaks with students. (Photo courtesy of BLND Health.)